Apparently, German secondary schools (Hauptschulen, Realschulen) do not succeed sufficiently in providing their pupils with a basis for vocational training. Especially the linguistic competence at the end of a school career seems to be underdeveloped compared to the necessary communicative skills in vocational education. As the curricula (Bildungsstandards) explicitly admit the responsibility of the German lessons for preparing vocational training, this difference between actual competences and requirements is surprising. To make German lessons in secondary schools more effective in this regard, the real communicative requirements of (industrial) companies have to be analysed, first of all. Thereupon proposals for lessons (or a reorganised curriculum) in secondary schools, that might prepare a vocational training in a better way, can be made. This paper presents the results of such an empirical survey and analysis of communicative requirements in industry. The survey was conducted from May to July 2009 exemplarily at “Heidelberger Druckmaschinen AG” (constructor and global market leader of printing units), within the vocational fields of industrial mechanics, mechatronics fitters, electronics technicians and design draughtsmen. The focus of the analysis will be on the prototypical types of text and of discourse, vocational trainees have to deal with regularly within their first two years of vocational training; then the necessary competences to master these requirements will be discussed. In conclusion, we will present possible didactical consequences of the analysis of the collected data in industry.

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Dieser Band richtet einen Blick auf die zentralen Chancen und Herausforderungen des Sprachlernortes Betrieb. Die Beiträge beleuchten aus einer wissenschaftlichen, praxisorientierten Perspektive verschiedene Wege und Möglichkeiten, wie sich Sprachförderung mit den betrieblichen Anforderungen verknüpfen und in die betrieblichen Abläufe integrieren lässt.

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